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Abstract

The purpose of this study was to investigate the institutional factors influencing
effective implementation of inclusive education in public primary schools in
Rigoma division, Nyamira County. Five research objectives were formulated to
guide the study. The research objectives sought to Establish how physical
facilities, professional qualifications of teachers, adequacy of learning and
teaching resources methods of instruction and how support services influenced
implementation of inclusive education in public primary schools. The study used
the descriptive survey design. The sample comprised of 12 headteachers, 96
teachers and 180 pupils. Questionnaires and observation check list were used to
get the information. Findings revealed that physical facilities influenced the
implementation in inclusive education in public primary schools. Schools did not
have adapted toilets, walkers/ crutches and swings playground ramps on
doorways, spacious rooms and also lacked adapted desks and wheel chairs that
were needed to cater for special cases in their school. It was also revealed that
headteachers and teachers had not been trained in handling special needs children
which had a negative effect on the implementation of the inclusive education. It
was also revealed that teaching learning materials were not available.
Instructional methods content delivery was not enough. It was also revealed that
Quality Assurance Officers from the Ministry of Education were not supportive
on improving inclusive education. Based on the findings, it was concluded that
physical facilities influenced the implementation in inclusive education in public
primary schools. Schools did not have physical facilities that were structured to
accommodate learners with special needs which affected the implementation of
inclusive education. Headteachers and teachers had not been trained to manage
inclusive education. There was inadequacy of teaching/learning materials which
affected the implementation of inclusive education. It was also concluded that
instructional methods content delivery was not enough and this hindered the
implementation of inclusive education. The Ministry of Education Quality
Assurance Officers were not supportive in improving inclusive education. The
data shows that supervision of inclusive education was not well conducted by the
Ministry of Education. Based on the findings, it was recommended that the
government should put in place physical facilities that structured to accommodate
learners with special needs to facilitate implementation of inclusive education in
public primary schools. It was also recommended that teachers should be trained
so that they are able to handle learners with special needs to effective
implementation of inclusive education. That the government should provide
adequate learning and teaching resources that facilitates the implementation of
inclusive education, in public primary schools. It was also recommended that
teachers should adapt a range of methods that will assist all kinds of learners to be
on task and minimize interruptions. It was also recommended that Quality
Assurance Officers should visit schools regularly and conduct supervision mainly
to support inclusive education. The study suggested that a study on the influence
of government policy on special needs education of special needs pupils’
participation's in regular schools should be conducted. A study on teacher
preparation in adoption of inclusive education in regular schools should be
conducted and lastly a study on the influence of special needs children home
background on their participation in regular schools should be conducted.